Probiotics and Biotechnology

Probiotics and Biotechnology Probiotics and Biotechnology Bacteria are present in the gut of every one. Some of these are harmful while others are beneficial for the health of host. Normally the percentage of beneficial bacteria is more but due to antibiotic treatment and other stress conditions the balance shifts towards the harmful bacteria. Such a condition is called Dysbiosis and needs the treatment of Probiotics. Probiotics are â€Å"live microorganisms which when administered in adequate amounts confer a health benefit on the host. Examples are Lactic acid bacteria (LAB), Bifidiobacteria, yeast and bacilli sp. The food that is beneficial for the growth of Probiotics is called Prebiotics is mostly oligosaccharides. Probiotics and Prebiotics are combinely called synbiotics. Metchnikoff was the first one who observes that it is possible to modify the gut flora. He observed that proteolytic bacteria like clostridia, produce toxic substances that cause aging but lactic acid bacteria can inhibit the growth of proteolytic bacteria. Henery Tissure isolate theBifidiobacterium bifidium from brest fed infants and he recommend these for diarrhial infected children. These protect by displacing proteolytic bacteria. Kollath use the term Probiotics for the microbially derived factors that stimulate growth. Probiotics are the beneficial microorganisms that are beneficial to the human being through certain aspects. Lactic Acid bacteria help in managing lactose intolerance. These bacteria convert lactose into digestible lactic acid. Some of the other benefits of Probiotics are as follow: * Lowering the cholesterol level by break down the bile in the gut. * Lowering the blood pressure by the production of ACE-Inhibitor like peptides. * Protect from Infections by competitive inhibition and improving immune system of the host. * Lactobacillus bulgaricus shows anti carcinogenic activity by decreasing the activity of ÃŽ ²-glucuronidase. * Block the adhesion site for the pathogens. * Probiotics provide the antagonistic enviornment for the pathogens. A good probiotic should have the following properties. Invitro adherence to the epithelial cells and anti-microbial activity. Should have resistant to bile, HCl and pancreatic juice. Immune modulation and GIT colonization. Probiotics are available in the form of dairy products, food, tablets and sachets in the market, with pescribed composition of probiotic microorganisms. Probiotics Biotechnology helps to overcome the different problems faced during their formulation into usable form. Like, stress during formulation, adjustment in new environment and to compete with existing bacteria in the body. The field of biotechnology that deals with the pathogens modifications is called Patho-Biotechnology. First goal of the biotechnology is to improve external stress tolerance, like tempreture and water. Naturally microorganism do this by accumalating compatible solute e.g betaine and trehalose. These solutes stabilized the proteins and reduce water loss. The main goal of the biotecnology is to produce compatible solute accumalating strains, Listeria monocytogens has three natural uptake systems. BetL system has been selected which is encoded by one gene, it is betaine transporter. This gene is cloned into Lactobacillus salivarius and Positive strains shows resistant towards salts and more betaine uptake. The second goal of the biotechnology is to improve the c olonization in the Gastrointestinal tract. This is acieved by cloning BetL gene into B. breve and Trehalose gene from E.coli into L.lactis. The colned strains shows tolerence to gastric juice, bile and intestinal colonization. Third goal of probiotics biotechnology is to produce the strains with increased pathogen competence. It has been observed that pathogens used oligosaccharides express on host cell as a receptors to adhere themselves. Through biotechnology approach receptor-mimic structure express strains are produce. The pathogens bind with these structures and make them harmless for host as well as probiotic strains. E.coli tha express chimeric lipopolysaccharide which is shiga toxin (Stx) receptor, only 1mg can neutralized 100ug Stx. Inaddition to the modification of existing system, artifically engineer improved systems are also used. This technique is called Direct Evolution Approach. In this approach mutant E.coli strain XL1-Red, which lack DNA repairing system. It has mutation rate 5000 times higher than the normal strain, mutation may results into improved quality strains which are selected. Like hyperproline producing E.coli is osmotolerant, produce by the mutation in the first enzyme which results into the loss of feed back inhibition and proline overproduction. Normally probiotics has no side effects but may cause infection in immunosuppressive people. If probiotics are chemically contaminated may be harmfull. So, probiotics are real gift from God and we have to care for them.

Scholarship Program At Basic Successes And Challenges Education Essay

I. Introduction1.1 Socio economic in Cambodia after 1979The civil war has jeopardized the societal and economic development of Cambodia. Most of the societal constructions and rural substructures were wholly destroyed during Khmer Rouge, particularly educational sector, which is the most of import for developing the state ( Duggan, 1996, p.363 ) . Furthermore, Socio-economic environment for most of families after Khmer Rouge was frequently really hard for directing kids to school ( Ayres, 2000, p. 156 ) . In 1994, the state had about 5.2 million people below age 15 or about 47 per centum of the entire population. The size had been little down to around 5.1 million in 2004 and its portion of the entire population had fallen to 38 per centum. These alterations in the population construction have foremost affected the demand for primary and secondary schools. Some 3.7 million – 55 per centum, of the population aged 5-24 old ages were enrolled in the formal school system in 2004 – increased from 46 per centum in 1999. Adult literacy rate, population aged 15 and over, is 60 per centum for adult females and 80 per centum for work forces. The same survey stated that 43 per centum of adult females aged 25 and over have none or merely some instruction ( non completed foremost grade ) ( hypertext transfer protocol: //www.nis.gov.kh/cambodia socio-economic study 2004 ) . Since 1980 there was a 15-year period with high birthrate and strong population addition. After 1995 there has been a rapid diminution in birthrate and mortality. Harmonizing to the population projection the Kampuchean population was predicted to be 15 million in 2010 ( National Institute of Statistics of Ministry of Planning, 2009, pp. 5 ) . â€Å" Educational disbursals per pupil for one school twelvemonth include school fees, tuition, text editions, other school supplies, gifts to instructors, and part to edifice financess. Households estimate educational disbursals to below 50,000 riels ( US $ 10 ) for pre-school and primary school pupils, for upper secondary to 393,000 riels ( merely below US $ 100 ) , for technical/vocational 1.1 million riels ( merely above US $ 250 ) , and for university 2.1 million riels ( merely above US $ 500 ) † ( hypertext transfer protocol: //www.nis.gov.kh/cambodia socio-economic study 2004 )1.2 History of Kampuchean Education after 1979Following adviser from UNICEF to supervising Cambodia instruction in 1980 identified there were chief three dimensions including crisis of qualify – deficit of qualified instructors and functionaries, crisis of orientation – a critical struggle and contradiction between the ends and construction of the system of bing educational system, and crisis of clocking – under proficient supported by Vietnamese advisers to make many things in really short period ( Ayres, 2000, p.132 ) . Another survey by CONCERN in 1991 found some challenges of instruction in that clip including unequal preparation and wage for instructors and educational functionaries, no chief text books and other stuffs to back up instruction, non adequate school edifices for pupils, and high dropout rate. Other chief job related to instruction for cardinal degree at that clip was hapless educational quality and irrelevant course of study. Other survey at provincial degree by Redd Barna besides found that low rate of attending, low accomplishment of pupils, challenges of integrate into schools for those whose are former refugees ( Ayres, 2000, pp. 156-157 ) . Even after general election in 1993 under supported by UN, quality of instruction service provided for basic instruction degrees is still in a serious status caused by the deficiency of resources, inappropriate-trained instructors, hapless managed system, about no instruction and acquisition stuffs and irresponsibleness ( World Bank, 2008, p.11 ) . Even, there have been considerable alterations late, educational system will non make an international instruction EFA ends by 2015, because the figure of â€Å" dropout and repeat † in primary school degree is still high. The â€Å" repeat rates † in primary dropped from 26.3 per centum to 10.2 per centum between 1998 and 2005. In add-on, drop-out rates in primary school is less than in secondary school ( MoEYS, 2008, p.8 ) . Recently, Cambodia has expanded national budget from 0.9 per centum in 1997 to 1.5 per centum in 2006 ( MoEYS & A ; World Bank, June 2008, p. 59 ) . Besides, the authorities has promised to increase wage for all instructors from 15 per centum to 20 per centum every twelvemonth but the exact sum is still really low in comparing to rising prices late and day-to-day disbursal ( MoEYS & A ; World Bank, June 2008, pp. 59-62 ) . Educational system in Cambodia consists of simple school ( grade 1-6 ) , junior high school ( grade 7-9 ) , senior high school ( grade 10-12 ) and university and other establishments of higher instruction. Compulsory instruction is until grade 9 ( The Council for the Development of Cambodia, 2011, p. I-2 ) . This research will concentrate on the undermentioned inquiries: Why does MoESY necessitate scholarship plan at basic instruction? What are the chief successes and challenges of execution scholarship plan at basic instruction degree? How does MoEYS implement scholarship plan at basic instruction more efficaciously?II. SCHOLARSHIP PROGRAM AT BASIC EDUCATION IN CAMBODIA2.1 Overview of scholarship planKAPE: It was the first scholarship officially lunched in Cambodia since 200 and it covered 15 secondary schools in Kampong Cham state merely but it was for lone misss. The chief ground of initial this plan because merely one of five misss can intake into lower secondary schools in Kampong Cham state and as consequence in over 3,000 vulnerable misss and male childs in schools presents ( KAPE, 2008, p. 4 ) . However, misss other states were similar or more serious than state of affairs in Cambodia, it would be better if the undertaking expands to other schools and state to let other misss to acquire benefit from it and increase figure of misss to hold wide cognition and can dispute with work forces in society both public and private sectors. PAP12: Scholarships and Incentives for Equitable Access. A major constituent of this programme was a scholarship strategy for lower secondary pupils, targeted peculiarly at misss in hapless countries. The plan stared in 2003-04 ( BETT, 2004, p. 1 ) and covered to 30 scholarships each school of 215 lower secondary schools in 16 states ( Mar Bray & A ; Seng Bunly, 2005, p. 24 & A ; 72 ) . If we have a expression of entire figure of each school, which covered by this plan, it was really little in term of instruction in Cambodia right now because there about 19.5 per centum of urban people in 2009 ( Asian Development Bank ( ADB ) , Key Indicators for Asia and the Pacific 2010 ) . The coverage schools and states, and entire Numberss of scholarships each school were far off from sum of pupils in each secondary primary school even in rural and distant countries. The pupils are out of mark states were suffered from exclusion and even some schools in Phnom Penh would be covered. JFPR in concurrence with ADB: Stared in 2003-04 ( BETT, 2004, p. 1 ) and targeted 93 lower secondary schools in 21 states and provided 75 scholarships for each mark school ( Mar Bray & A ; Seng Bunly, 2005, p. 72 ) . If we have a looks sum of states were likely really wide but in term of entire targeted schools were really little coverage, therefore, it would be better if the plan could cover the schools that non covered by PAP12 to let another hapless and poorest kids to hold an chance to acquire scholarship. BETT: stared in 2003-04 ( BETT, 2004, p. 1 ) Funded by BTC and targeted 80 lower secondary schools in merely three states and provided 30 scholarships each school. It was excessively little for both coverage states or schools and even figure of scholarship for each school, therefore, it would be non most affect for overall basic instruction in Cambodia late. CESSP: This was a formal plan after integrated of chief scholarship plans for lower secondary schools in Cambodia to avoid any overlap schools or even receivers but it still covered merely 100 lower secondary schools ( including newly-established schools ) in 21 states ( BETT, 2005, about the undertaking ) . Although MoEYS found the good manner to implement scholarship plan ore effectual but it was still non good plenty because coverage schools and states still limited. In order to cognize that scholarship would be more effectual to better instruction in Cambodia, particularly at basic instruction degree, the plan should be covered all lower secondary schools at countrywide or to all hapless and the poorest kids.2.2 Successs2.2.1 School registrationCSP had a critical consequence on school registration and attending. Recipients increased 16 per centum points of registration in school, 17 per centum points increased of go toing on the twenty-four hours of the unheralded visit ; pass mo re clip in school. Based on the study stated that one out of every five receivers would non hold been in school in the absence of the plan, with on-time class patterned advance, hence, it would anticipate that every 5th receiver would hold completed one more twelvemonth of schooling than comparable non-recipients ( Deon Filmer & A ; Norbert Schady, 2009, pp. 12-17 )2.2.2 Target doneesThe plan was right emphasized household poorness and gender precedence to do certain equity of entree to basic instruction and gender instability in registration. The scholarship besides provided residence hall to research the new ways to promote pupils at high-risk to go on their survey at lower secondary school – a instance in Rattanakiri state. Furthermore, the plan achieved highly decreased drop-out rates of pupils every bit much as 60 % than general 7th class rated in comparing to non-recipients schools. However, entire sum that support by undertaking late was non plenty for each receiver ye t that some of receivers still dropped out even in period of implementing period ( William Collins, 2007, pp. 47-48 ) .2.2.3 Impact on workThe survey stated the receivers were approximately 10 per centum improbable to work for wage and the survey besides mentioned that about 37 per centum of misss and about 31 per centum of male childs who did non scholarship receivers work for wage in seven yearss before the survey was conducted. Furthermore, many scholarship receivers stayed in school longer than non-recipients ( Deon Filmer & A ; Norbert Schady, 2009, p.2 ) .2.2.4 Conditional Cash Transfers ( CCTs )The CCTs plan impacts on a assortment of results including school registration. However, positive impacts may mention to amount of hard currency transportation and this manner is set abouting by many developing states in the universe. It would besides cut down poorness or support hapless household. The same survey stated that kids who received larger transportations did better than tho se who received smaller transportations in other dimensions – even the survey found that all receivers were brought into school as a consequence of plans ( Deon Filmer & A ; Norbert Schady, 2009, pp. 12-13 )2.2.5 Impact on other kidsThere were major two groups who could hold been straight affected including siblings of scholarship receivers, and kids who did non have scholarships because their dropout mark placed them above the cut-off for eligibility. The siblings of scholarship receivers could hold benefited from the plan since each family could utilize the same benefit for other kids or other purpose. Non-recipients who were enrolled in the same schools as receivers may alter some disadvantages attitude in order to hold an chance to acquire scholarship for following academic old ages. However, the consequences suggest no such consequence: the school engagement of non-recipients is unaffected by the comparative size of the incoming cohort of scholarship pupils ( Deon Filmer & A ; Norbert Schady, 2009, p.2 )2.2.6 Monitoring and preparationIn scholarship plan of BETT was hired full clip staff improbable JFPR or CESSP, who their staff members were parttime basic. Besides, BETT coverage was smaller than either the JFPR or CESSP that allowed staff members have clip to carry on visits to many mark schools and that allowed BETT to cognize more elaborate about issues happened within receivers. Due to budget, transit and clip restraints, the undertaking truly need external aid to back up monitoring such as proficient functionaries from MoEYS, PoE and DoE but it was encountered that the relevant functionaries were improbable had full experience or skillful about that affair yet ( William Collins, 2007, pp. 53-54 ) . BETT attack of a dedicated full-time squad, with NGOs developing background, willing to utilize external NGOs aid in the preparation exercising, achieves higher quality consequences of the execution. Orientation to rear about the plan was besides benefited and positive impacted every bit good as enhance answerability of school functionaries and guarantee right policy pattern. Besides, improved communicating between parents and schools functionaries would reenforce community support for local schools ( William Collins, 2007, pp. 54 ) .2.3. Challenges2.3.1 The mathematics and vocabulary abilityThe survey was focused on the two chief parts including numeral and capacity of understanding plants through MoEYS course of study and text edition. The mark kids were both receivers and non-recipients, the consequences stated that both receivers and non-recipients are the same if those pupils entree the school regular and no absence. However, the survey besides covered to out-school kids and the determination stated that kids who had completed more schooling hold higher trial tonss – in both mathematics and vocabulary, and kids who dropped out of school before finishing 7th class may hold lower ability than those who stayed in school beyond than that class ( Deon Filmer & A ; Norbert Schady, 2009, pp. 8-10 ) .2.3.2 Coverage countriesThe overall scholarship plans implementing in Cambodia were non for countrywide yet even PAP12 – manage and implement by MoEYS, merely covered 215 lower secondary schools within 16 states merely and provided merely 30 scholarships for each mark school. Second, JFPR in concurrence with the ADB covered 93 lower secondary schools in 19 states and could merely cover 75 scholarships for each school. Third, BETT Project supported by BTC covered in 69 lower secondary schools in three states and covered merely 30 scholarships to each school ( Mar Bray & A ; Seng Bunly, 2005, pp. 71-72 and BETT, 2004 & A ; 2005, p. 2 ) . Another one by KAP E, local NGO, merely covered 21 lower secondary schools in Kampong Cham state merely ( KAPE, 2008, p. 4 )2.3.3 Target doneesThe four scholarship plans as brief description in portion of Coverage Areas ( 2.3.2 ) stated that the plan started coverage pupils at lower secondary schools in selected states and countries within Cambodia ( KAPE, 2008, p. 4 ) . Following indexs 2006-07 of MoEYS stated that net registration ratio about 92.1 per centum at primary but it was merely 33.7 per centum at secondary ( MoEYS, 2006-07, indexs 2006-07 ) , therefore, about 58.4 per centum was dropped out at that academic twelvemonth and most of drop-out would be kids from hapless and poorest families and some. BETT scholarship plan purposes at increasing passage for hapless and vulnerable kids from primary to take down secondary and advancing patterned advance through lower secondary instruction in the three targeted states. But the same study stated that the plan excluded certain classs of appliers, for illustration, kids of authorities households, who excluded by the JFPR design and initial BETT design but non excluded in the CESSP design. In the 3rd twelvemonth of BETT execution, the exclusion was dropped. The exclusion would hold two negative impacts because governmental households were non all hapless even instructors every bit many as local hapless appliers or it would be hazard to go politicized and used as an extra manner to honor authorities and party functionary at the local degree ( William Collins, 2007, p. 12 & A ; 48 ) .III. CONCLUSION AND DISCUSSIONBy and large, the scholarship plans were implemented by MoEYS and other spouses were really good for pupils at lower secondary schools across Cambodia and the plan would assist to make EFA and basic instruction policies by 2015 following the committedness of authorities and MoEYS every bit good as planetary mark. It besides allowed hapless and the poorest kids have an chance to go on their survey without give more load to their household and parents every bit good as cut down authorities load, excessively. Although execution period was normally short clip and even policies implementing of each establishment was improbable the same but the receivers could acquire profit from the plans chiefly increase registration, addition engagements, stayed longer period in schools than earlier or non-recipients. Even receivers were non better in term of mathematics and vocabulary in comparing to non-recipients, who non absence, at least the plans could maintain low-ability pupils in schools and made alter some non-recipients to take into history of acquisition and take parting in schools. The scholarship plans probably started and ended the same period and some of them were overlap mark schools and states but they had ain difference policies for execution, therefore, it was negative affect to receivers and donees every bit good as negative affect to whole plans. Furthermore, school managers, DoE, PoE, who on a regular basis involved with the plan would non be clear at all that was perchance to detain some activities, excessively or pass a tonss but got really small. In order to implement the plan more effectual, all relevant stakeholders would incorporate and portion responsible each other first and happen the common ways or seek to follow policies to be similar or the same first to guarantee receivers and relevant stakeholders would be clear and full apprehension. Besides, it would be great if all implementing establishments can split states or mark schools of coverage. The last, but non at least, all hapless and the poorest or the most of them would be covered and back up it would be better and it likely find the right ways of improve instruction in Cambodia, particularly at basic instruction degree. Statement Name: Cham Soeun Date: March 18, 2011 I prepared the undermentioned assignment by myself and merely with the aid of the literature mentioned in the mentions. I did non utilize other literature to compose my assignment. I know that plagiarism is a serious offense and I am wholly cognizant of the negative effects. Signature: Cham Soeun

Bilingual Education

Bilingual education is unquestionably a controversial issue. There are several people and organizations in this country, who, for various reasons are opposed to bilingual education. In today’s society regarding education there has been a big issue about whether bilingual education should be taught in classrooms for immigrant students who do not speak English. Bilingual education began about 1967 as an effort to help immigrants, (mostly Spanish speakers) to learn English (Hoover, Bilingual Education Advocates).Bilingual Education involves teaching two languages to the students. Many persons believe that bilingual education means Spanish and English only, but bilingual could be any two languages. There is a common problem where many parents are against bilingual education because many students are forced into Spanish bilingual classes because they have Spanish surnames, even though they understand and speak English well and they do not speak or read Spanish (Hoover, Bilingual Ed ucation Advocates).I have found throughout my studies in bilingual education that a lot of students are placed in bilingual classes because the parents fill out a home language survey stating that the home language is Spanish. Little do the parents know that this is what determines what type of class their child will be in. This is causing many problems for children that are being forced into bilingual classes even when they are not immigrants. The promoter of bilingual education was the German language, because in 1837 students were required to take German in school at least one year (Eva Giles).But one of the most common bilingual programs here in South Texas is Spanish and English. A research states that â€Å"Nearly one in every six school age children in the United States come from a home where a language other than English is regularly spoken† (Eva Giles). â€Å"By some estimates, English is spoken today by one million people and two thirds learned it as a second langu age† (James Crawford). Secretary of Education T. H. Bell remarked that the support of the government for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides help for between 1. million to 3. 5 million children (Hoover, The case for and against Bilingual Education). There are many reasons why bilingual education is not effective for many people. First of all, the schools that have bilingual education do not have certified teachers. The problem that I have seen most too often is that many people are going through an alternative program to become a teacher, where they have no schooling in bilingual education and they don’t understand the concept of how it works, nor do they understand the laws.A person that has a degree in criminal justice, per se, goes through a 5 month program, takes a test, and is then considered to be a bilingual teacher. It is very common, here in south Texas where I live, that people that have gone through the ACP certification are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it can cause many headaches because they need to recruit more qualified teachers, redesign curricula, and reorganize class schedules, so many administrators want to avoid that.The monolingual teachers fear the reassignment, loss of status, or other career setbacks (Crawford). Because many schools do not have qualified teachers, the students get behind in their studies because they do not learn either English or Spanish (Hoover, Bilingual Education Advocates). Moreover, many parents complain that their children on a regular school day are exposed mostly to Spanish and only few minutes to English (Hoover, Bilingual Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers focus more on the immigrant students so they can learn English.Furthe rmore, the students get confused in their writing in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname even though he spoke only Spanish, and by the seventh grade the child could not read or write either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states reported on an average annual increase of 9. 2 percent in the enrollment of limited English proficient students (Crawford).If we do not have more certified teachers in our schools most of the students would have a high rate of falling behind, failing and dropping out of school. Language minority youths are 1. 5 times more likely than the English language counterparts to have discontinued school before completing twelve years, according to the Intercultural Development Research Association. In 1988 the Hispanic youths were more than twice likely to have dropped out. Therefore if we do not have certified teachers to teach the children we are going to have more uneducated children (Crawford).The solution to this problem about not having many certified teachers in our schools is that we need to train the teachers that we already have with some programs that they need to be a certified teacher. â€Å"Bilingual programs, in order to be effective, must be able to attract and retain a teaching staff sufficient in numbers and qualify to meet the needs of the children enrolled in the program. † (Del Valle, Franco, Garcia). A teacher in the bilingual program must master a subject, possess the skills to teach the subject well, and also have mastered two languages as well to be familiar with the children’s culture.Moreover, a bilingual teacher must meet five criteria, and all are very important for them to be an efficient teacher. The five criteria are: †¢The teacher must be fluent in English †¢The teacher must be fluent in Spanish †¢Mastery of the content area to be taught; e. g. scien ce, history etc. †¢Mastery of the teaching skills necessary to teach content area †¢Well information and complete understanding of the child’s culture, custom, and history (Del Valle, Franco, Garcia).Many schools might have to go to another country to recruit bilingual teachers; they go to Puerto Rico or even to Latin American because the United States has a diversity of cultures and it is much easier for a teacher from other countries to come to the United States and teach because they already know the culture of the student, and the students feel more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is because they do not have enough research on it.Many people do not know about all of the help that there is in schools for all immigrant students that came from other parts of the world. Parents do not get involved in their child’s studies or know what classes they are taking especially when th ey are in middle school or high school. â€Å"Many advocates of bilingual education fear that any government recognition of minority languages ‘sends a wrong message’ to immigrants encouraging them to believe they can live in the United States without learning English or conforming toAmericans’ ways† (Bilingual Education). Many parents believe that enrolling their children in only English classes will help them to improve in their language. For example, there is a case in California where the government is going to enforce a new program called Ballot Initiative, which would mandate English only instruction for children until they become fully proficient in English (Bilingual Education). But parents do not see all those programs that they have in schools to help their children improve in English without getting frustrated because they do.Parents should think about all the frustration that their children are dealing with because they are enrolling them in En glish classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to offer to assist the students that do not speak English. The solution to this kind of problem in the schools is a program called late and early transition that helps the students who receive instructions in their native language during the early years of schooling eventually â€Å"transition† into mainstreaming English. William M. Saunders, Claude Goldenberg. ) Transition programs can occur anywhere from the early elementary grades to middle school or later in high school; it all depends on the school program when the student starts. Transition programs are three year program constants that approach the Spanish to English development in grades 3-5 and transition programs compromise 12 specific components falling in to three categories: 1. Literature studies (literature units, instructional conversations, writing projects) 2.Skill building (re ading comprehension, reading, dictation, and oral English) 3. Supporting Components (reading, reading aloud, and writing journals) A transition program is divided into three parts; Pre-Transition, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental role of Spanish reading and writing and oral English development that precedes transition and the goal is that by the end of the year the student should read and write Spanish, and a certain level of oral English.The second part of the transition program is called Transition I and it is used in the fourth grade. It is designed to make clear the need of an actual program for a certain time. By the end of fourth grade or Transition I, students should show at least initial reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which mean in literature and content areas (Saunders). According to many teachers in California, bilingual transition programs work very well in schools where they have positive teachers that want to help the student and where the first language is used in the first year (Stephanie Krasren). One of my solutions for bilingual education is to implement more programs for older students as high school students.Right now we do not have enough programs that help those students and that is why we have a lot of college students that do not know how to write or read English or Spanish. In our high schools there is not enough emphasis in programs for high school students because many teachers believe that the students already know English because they attended elementary and middle school. Sometimes it doesn’t cross teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would implement for high school immigrant students that do not know any English would be called Older Transition. It would be separated in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to improve their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be required to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldn’t feel left out and they would have a better future with more opportunities.These days, many jobs require applicants to be bilingual. â€Å"Businesses, especially telephone companies here in Texas and California are seeking for bilingual employees† (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. According to Hoover, English is the widely used language in history also; English in the language of Science technology, and business (Bilingual Education Advocates).Furthermo re, right now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposite view about my solution of implementing more transition programs for high school students is that many high schools do not have enough funds to be spending in transition programs.Moreover, many principals say that high schools do not receive money to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they have enough money to spend in athletics and other elective courses. Many high schools put more interest in athletics or any other activities than in the improvement of the student’s studies.To reiterate, whether bilingual educ ation is effective or not for immigrant students who do not speak English is up to the schools and how they approach the effectiveness of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion; if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and talk with their principals about them and put them into practice in the classrooms. A lot of this implementation starts with the district, of course, but sometimes certain districts don’t want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to step up and implement the programs and possibly make a call to the TEA and make sure that the district starts following the rules. It all begins with one person making the difference and then it goes from there. Bilingual Education Bilingual education is unquestionably a controversial issue. There are several people and organizations in this country, who, for various reasons are opposed to bilingual education. In today’s society regarding education there has been a big issue about whether bilingual education should be taught in classrooms for immigrant students who do not speak English. Bilingual education began about 1967 as an effort to help immigrants, (mostly Spanish speakers) to learn English (Hoover, Bilingual Education Advocates).Bilingual Education involves teaching two languages to the students. Many persons believe that bilingual education means Spanish and English only, but bilingual could be any two languages. There is a common problem where many parents are against bilingual education because many students are forced into Spanish bilingual classes because they have Spanish surnames, even though they understand and speak English well and they do not speak or read Spanish (Hoover, Bilingual Ed ucation Advocates).I have found throughout my studies in bilingual education that a lot of students are placed in bilingual classes because the parents fill out a home language survey stating that the home language is Spanish. Little do the parents know that this is what determines what type of class their child will be in. This is causing many problems for children that are being forced into bilingual classes even when they are not immigrants. The promoter of bilingual education was the German language, because in 1837 students were required to take German in school at least one year (Eva Giles).But one of the most common bilingual programs here in South Texas is Spanish and English. A research states that â€Å"Nearly one in every six school age children in the United States come from a home where a language other than English is regularly spoken† (Eva Giles). â€Å"By some estimates, English is spoken today by one million people and two thirds learned it as a second langu age† (James Crawford). Secretary of Education T. H. Bell remarked that the support of the government for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides help for between 1. million to 3. 5 million children (Hoover, The case for and against Bilingual Education). There are many reasons why bilingual education is not effective for many people. First of all, the schools that have bilingual education do not have certified teachers. The problem that I have seen most too often is that many people are going through an alternative program to become a teacher, where they have no schooling in bilingual education and they don’t understand the concept of how it works, nor do they understand the laws.A person that has a degree in criminal justice, per se, goes through a 5 month program, takes a test, and is then considered to be a bilingual teacher. It is very common, here in south Texas where I live, that people that have gone through the ACP certification are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it can cause many headaches because they need to recruit more qualified teachers, redesign curricula, and reorganize class schedules, so many administrators want to avoid that.The monolingual teachers fear the reassignment, loss of status, or other career setbacks (Crawford). Because many schools do not have qualified teachers, the students get behind in their studies because they do not learn either English or Spanish (Hoover, Bilingual Education Advocates). Moreover, many parents complain that their children on a regular school day are exposed mostly to Spanish and only few minutes to English (Hoover, Bilingual Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers focus more on the immigrant students so they can learn English.Furthe rmore, the students get confused in their writing in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname even though he spoke only Spanish, and by the seventh grade the child could not read or write either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states reported on an average annual increase of 9. 2 percent in the enrollment of limited English proficient students (Crawford).If we do not have more certified teachers in our schools most of the students would have a high rate of falling behind, failing and dropping out of school. Language minority youths are 1. 5 times more likely than the English language counterparts to have discontinued school before completing twelve years, according to the Intercultural Development Research Association. In 1988 the Hispanic youths were more than twice likely to have dropped out. Therefore if we do not have certified teachers to teach the children we are going to have more uneducated children (Crawford).The solution to this problem about not having many certified teachers in our schools is that we need to train the teachers that we already have with some programs that they need to be a certified teacher. â€Å"Bilingual programs, in order to be effective, must be able to attract and retain a teaching staff sufficient in numbers and qualify to meet the needs of the children enrolled in the program. † (Del Valle, Franco, Garcia). A teacher in the bilingual program must master a subject, possess the skills to teach the subject well, and also have mastered two languages as well to be familiar with the children’s culture.Moreover, a bilingual teacher must meet five criteria, and all are very important for them to be an efficient teacher. The five criteria are: †¢The teacher must be fluent in English †¢The teacher must be fluent in Spanish †¢Mastery of the content area to be taught; e. g. scien ce, history etc. †¢Mastery of the teaching skills necessary to teach content area †¢Well information and complete understanding of the child’s culture, custom, and history (Del Valle, Franco, Garcia).Many schools might have to go to another country to recruit bilingual teachers; they go to Puerto Rico or even to Latin American because the United States has a diversity of cultures and it is much easier for a teacher from other countries to come to the United States and teach because they already know the culture of the student, and the students feel more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is because they do not have enough research on it.Many people do not know about all of the help that there is in schools for all immigrant students that came from other parts of the world. Parents do not get involved in their child’s studies or know what classes they are taking especially when th ey are in middle school or high school. â€Å"Many advocates of bilingual education fear that any government recognition of minority languages ‘sends a wrong message’ to immigrants encouraging them to believe they can live in the United States without learning English or conforming toAmericans’ ways† (Bilingual Education). Many parents believe that enrolling their children in only English classes will help them to improve in their language. For example, there is a case in California where the government is going to enforce a new program called Ballot Initiative, which would mandate English only instruction for children until they become fully proficient in English (Bilingual Education). But parents do not see all those programs that they have in schools to help their children improve in English without getting frustrated because they do.Parents should think about all the frustration that their children are dealing with because they are enrolling them in En glish classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to offer to assist the students that do not speak English. The solution to this kind of problem in the schools is a program called late and early transition that helps the students who receive instructions in their native language during the early years of schooling eventually â€Å"transition† into mainstreaming English. William M. Saunders, Claude Goldenberg. ) Transition programs can occur anywhere from the early elementary grades to middle school or later in high school; it all depends on the school program when the student starts. Transition programs are three year program constants that approach the Spanish to English development in grades 3-5 and transition programs compromise 12 specific components falling in to three categories: 1. Literature studies (literature units, instructional conversations, writing projects) 2.Skill building (re ading comprehension, reading, dictation, and oral English) 3. Supporting Components (reading, reading aloud, and writing journals) A transition program is divided into three parts; Pre-Transition, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental role of Spanish reading and writing and oral English development that precedes transition and the goal is that by the end of the year the student should read and write Spanish, and a certain level of oral English.The second part of the transition program is called Transition I and it is used in the fourth grade. It is designed to make clear the need of an actual program for a certain time. By the end of fourth grade or Transition I, students should show at least initial reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which mean in literature and content areas (Saunders). According to many teachers in California, bilingual transition programs work very well in schools where they have positive teachers that want to help the student and where the first language is used in the first year (Stephanie Krasren). One of my solutions for bilingual education is to implement more programs for older students as high school students.Right now we do not have enough programs that help those students and that is why we have a lot of college students that do not know how to write or read English or Spanish. In our high schools there is not enough emphasis in programs for high school students because many teachers believe that the students already know English because they attended elementary and middle school. Sometimes it doesn’t cross teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would implement for high school immigrant students that do not know any English would be called Older Transition. It would be separated in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to improve their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be required to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldn’t feel left out and they would have a better future with more opportunities.These days, many jobs require applicants to be bilingual. â€Å"Businesses, especially telephone companies here in Texas and California are seeking for bilingual employees† (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. According to Hoover, English is the widely used language in history also; English in the language of Science technology, and business (Bilingual Education Advocates).Furthermo re, right now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposite view about my solution of implementing more transition programs for high school students is that many high schools do not have enough funds to be spending in transition programs.Moreover, many principals say that high schools do not receive money to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they have enough money to spend in athletics and other elective courses. Many high schools put more interest in athletics or any other activities than in the improvement of the student’s studies.To reiterate, whether bilingual educ ation is effective or not for immigrant students who do not speak English is up to the schools and how they approach the effectiveness of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion; if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and talk with their principals about them and put them into practice in the classrooms. A lot of this implementation starts with the district, of course, but sometimes certain districts don’t want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to step up and implement the programs and possibly make a call to the TEA and make sure that the district starts following the rules. It all begins with one person making the difference and then it goes from there. Bilingual Education Bilingual education is unquestionably a controversial issue. There are several people and organizations in this country, who, for various reasons are opposed to bilingual education. In today’s society regarding education there has been a big issue about whether bilingual education should be taught in classrooms for immigrant students who do not speak English. Bilingual education began about 1967 as an effort to help immigrants, (mostly Spanish speakers) to learn English (Hoover, Bilingual Education Advocates).Bilingual Education involves teaching two languages to the students. Many persons believe that bilingual education means Spanish and English only, but bilingual could be any two languages. There is a common problem where many parents are against bilingual education because many students are forced into Spanish bilingual classes because they have Spanish surnames, even though they understand and speak English well and they do not speak or read Spanish (Hoover, Bilingual Ed ucation Advocates).I have found throughout my studies in bilingual education that a lot of students are placed in bilingual classes because the parents fill out a home language survey stating that the home language is Spanish. Little do the parents know that this is what determines what type of class their child will be in. This is causing many problems for children that are being forced into bilingual classes even when they are not immigrants. The promoter of bilingual education was the German language, because in 1837 students were required to take German in school at least one year (Eva Giles).But one of the most common bilingual programs here in South Texas is Spanish and English. A research states that â€Å"Nearly one in every six school age children in the United States come from a home where a language other than English is regularly spoken† (Eva Giles). â€Å"By some estimates, English is spoken today by one million people and two thirds learned it as a second langu age† (James Crawford). Secretary of Education T. H. Bell remarked that the support of the government for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides help for between 1. million to 3. 5 million children (Hoover, The case for and against Bilingual Education). There are many reasons why bilingual education is not effective for many people. First of all, the schools that have bilingual education do not have certified teachers. The problem that I have seen most too often is that many people are going through an alternative program to become a teacher, where they have no schooling in bilingual education and they don’t understand the concept of how it works, nor do they understand the laws.A person that has a degree in criminal justice, per se, goes through a 5 month program, takes a test, and is then considered to be a bilingual teacher. It is very common, here in south Texas where I live, that people that have gone through the ACP certification are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it can cause many headaches because they need to recruit more qualified teachers, redesign curricula, and reorganize class schedules, so many administrators want to avoid that.The monolingual teachers fear the reassignment, loss of status, or other career setbacks (Crawford). Because many schools do not have qualified teachers, the students get behind in their studies because they do not learn either English or Spanish (Hoover, Bilingual Education Advocates). Moreover, many parents complain that their children on a regular school day are exposed mostly to Spanish and only few minutes to English (Hoover, Bilingual Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers focus more on the immigrant students so they can learn English.Furthe rmore, the students get confused in their writing in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname even though he spoke only Spanish, and by the seventh grade the child could not read or write either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states reported on an average annual increase of 9. 2 percent in the enrollment of limited English proficient students (Crawford).If we do not have more certified teachers in our schools most of the students would have a high rate of falling behind, failing and dropping out of school. Language minority youths are 1. 5 times more likely than the English language counterparts to have discontinued school before completing twelve years, according to the Intercultural Development Research Association. In 1988 the Hispanic youths were more than twice likely to have dropped out. Therefore if we do not have certified teachers to teach the children we are going to have more uneducated children (Crawford).The solution to this problem about not having many certified teachers in our schools is that we need to train the teachers that we already have with some programs that they need to be a certified teacher. â€Å"Bilingual programs, in order to be effective, must be able to attract and retain a teaching staff sufficient in numbers and qualify to meet the needs of the children enrolled in the program. † (Del Valle, Franco, Garcia). A teacher in the bilingual program must master a subject, possess the skills to teach the subject well, and also have mastered two languages as well to be familiar with the children’s culture.Moreover, a bilingual teacher must meet five criteria, and all are very important for them to be an efficient teacher. The five criteria are: †¢The teacher must be fluent in English †¢The teacher must be fluent in Spanish †¢Mastery of the content area to be taught; e. g. scien ce, history etc. †¢Mastery of the teaching skills necessary to teach content area †¢Well information and complete understanding of the child’s culture, custom, and history (Del Valle, Franco, Garcia).Many schools might have to go to another country to recruit bilingual teachers; they go to Puerto Rico or even to Latin American because the United States has a diversity of cultures and it is much easier for a teacher from other countries to come to the United States and teach because they already know the culture of the student, and the students feel more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is because they do not have enough research on it.Many people do not know about all of the help that there is in schools for all immigrant students that came from other parts of the world. Parents do not get involved in their child’s studies or know what classes they are taking especially when th ey are in middle school or high school. â€Å"Many advocates of bilingual education fear that any government recognition of minority languages ‘sends a wrong message’ to immigrants encouraging them to believe they can live in the United States without learning English or conforming toAmericans’ ways† (Bilingual Education). Many parents believe that enrolling their children in only English classes will help them to improve in their language. For example, there is a case in California where the government is going to enforce a new program called Ballot Initiative, which would mandate English only instruction for children until they become fully proficient in English (Bilingual Education). But parents do not see all those programs that they have in schools to help their children improve in English without getting frustrated because they do.Parents should think about all the frustration that their children are dealing with because they are enrolling them in En glish classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to offer to assist the students that do not speak English. The solution to this kind of problem in the schools is a program called late and early transition that helps the students who receive instructions in their native language during the early years of schooling eventually â€Å"transition† into mainstreaming English. William M. Saunders, Claude Goldenberg. ) Transition programs can occur anywhere from the early elementary grades to middle school or later in high school; it all depends on the school program when the student starts. Transition programs are three year program constants that approach the Spanish to English development in grades 3-5 and transition programs compromise 12 specific components falling in to three categories: 1. Literature studies (literature units, instructional conversations, writing projects) 2.Skill building (re ading comprehension, reading, dictation, and oral English) 3. Supporting Components (reading, reading aloud, and writing journals) A transition program is divided into three parts; Pre-Transition, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental role of Spanish reading and writing and oral English development that precedes transition and the goal is that by the end of the year the student should read and write Spanish, and a certain level of oral English.The second part of the transition program is called Transition I and it is used in the fourth grade. It is designed to make clear the need of an actual program for a certain time. By the end of fourth grade or Transition I, students should show at least initial reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which mean in literature and content areas (Saunders). According to many teachers in California, bilingual transition programs work very well in schools where they have positive teachers that want to help the student and where the first language is used in the first year (Stephanie Krasren). One of my solutions for bilingual education is to implement more programs for older students as high school students.Right now we do not have enough programs that help those students and that is why we have a lot of college students that do not know how to write or read English or Spanish. In our high schools there is not enough emphasis in programs for high school students because many teachers believe that the students already know English because they attended elementary and middle school. Sometimes it doesn’t cross teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would implement for high school immigrant students that do not know any English would be called Older Transition. It would be separated in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to improve their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be required to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldn’t feel left out and they would have a better future with more opportunities.These days, many jobs require applicants to be bilingual. â€Å"Businesses, especially telephone companies here in Texas and California are seeking for bilingual employees† (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. According to Hoover, English is the widely used language in history also; English in the language of Science technology, and business (Bilingual Education Advocates).Furthermo re, right now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposite view about my solution of implementing more transition programs for high school students is that many high schools do not have enough funds to be spending in transition programs.Moreover, many principals say that high schools do not receive money to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they have enough money to spend in athletics and other elective courses. Many high schools put more interest in athletics or any other activities than in the improvement of the student’s studies.To reiterate, whether bilingual educ ation is effective or not for immigrant students who do not speak English is up to the schools and how they approach the effectiveness of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion; if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and talk with their principals about them and put them into practice in the classrooms. A lot of this implementation starts with the district, of course, but sometimes certain districts don’t want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to step up and implement the programs and possibly make a call to the TEA and make sure that the district starts following the rules. It all begins with one person making the difference and then it goes from there.

An Ethical Framework And Ethical Principles - 3227 Words

Paramedics, like all healthcare professionals, once they have made contact with the patient have a clear duty of care outlined in law to provide treatment to patients who require it (Clarke, Harris and Cowland 2012). However, the above case study outlines a patient who is refusing treatment after consuming large amounts of alcohol and an overdose of medication. Therefore, it is the aim of this assignment to assert how an attending paramedic can ensure the best possible outcome and treatment for the patient whilst adhering to the applicable legal and ethical frameworks imposed. In order to achieve this the assignment will commence by critically analysing how an ethical framework and ethical principles can and should be applied to both the above scenario and more generally in paramedic practice. From this understanding of the underlying principles the assignment will next examine both the legal and ethical standpoints surrounding capacity and consent and analyse how these should be app lied to the scenario. This will then enable an inclusion of the relevant legislation and an analysis of how patient s mental health needs should be considered whilst under the influence of alcohol. The assignment will conclude with an examination of the overarching legal obligation to provide a duty of care and the implications of breaching this duty by bringing in examples of Health Care and Professions Council (HCPC) hearings. In order to assert how an ethical framework can and should beShow MoreRelatedThe Ethical Framework And How Its Principles Promote Carl Roger s Ideas Within Person Centered Approach3642 Words   |  15 Pagesprovide self-regulation of counseling and psychotherapy. 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